Iterative+Process

MODULE 3 OVERVIEWtoc

ENGAGING IN INQUIRY-BASED ITERATIVE PROCESS FOR RESEARCH

ESSENTIAL QUESTION
//How can students use evidence-based research to develop a claim on a specific topic? //

This module allows students to engage in inquiry-based research using their experience of evidence-based analysis from modules 1 and 2. Students will gather information from vetted sources which will serve as the early foundation of what will become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students will closely read selected excerpts from a nonfiction text, focusing on how the author unfolds an analysis of central ideas. Additionally, the text serves as a springboard to research, with students surfacing and tracking potential research topics, regarding medicine, ethics, and scientific research as they emerge from the text.

In 10.3.2, students continue the research process begun in 10.3.1. Students begin to learn and engage in this iterative, non-linear process by pursuing research topics/areas of investigation. They also begin to deepen their understanding by using guiding inquiry questions and evaluating multiple texts’ arguments. Students use this inquiry-based process to gather, assess, read, and analyze sources. In the latter half of the unit, students then take those sources and begin to organize and synthesize research findings to establish a perspective about a specific problem-based question.

In 10.3.3, students engage in the writing process with the goal of synthesizing and articulating their evidence-based research position on the page. The end product of this unit is a final draft of a research-based argument paper that articulates a perspective gleaned from research throughout Module 10.3. The writing cycle—in which students self-edit, peer review, and continually revise their work—serves as the primary framework for this unit.

Unit 1
Research Introduction Introduces students to evidence-based research through examples from the text.


 * Suggested Student Objectives **

Students will be required to:

1) Read closely for textual details. 2) Annotate texts to support comprehension and analysis. 3) Engage in productive evidence-based discussions about text. 4) Collect and organize evidence from texts to support analysis in writing. <span style="font-family: Arial,Helvetica,sans-serif;">5) Collect and organize evidence from texts to support claims made in writing. <span style="font-family: Arial,Helvetica,sans-serif;">6) Use vocabulary strategies to define unknown words. <span style="font-family: Arial,Helvetica,sans-serif;">7) Identify potential topics for research within a text. <span style="font-family: Arial,Helvetica,sans-serif;">8) Use questioning to guide research. <span style="font-family: Arial,Helvetica,sans-serif;">9) Conduct pre-searches to validate sufficiency of information for exploring potential topics. <span style="font-family: Arial,Helvetica,sans-serif;">10)Delineate arguments and explain relevant and sufficient evidence. <span style="font-family: Arial,Helvetica,sans-serif;">11)Analyze perspectives in potential research texts.

<span style="font-family: Arial,Helvetica,sans-serif;">Unit II
<span style="font-family: Arial,Helvetica,sans-serif;">Students will analyze model research sources and will begin their own research while learning how to gather, assess, read, and analyze resources while organizing and synthesizing research to develop claims and counterclaims about a specific problem-based question.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Suggested Student Objectives **

<span style="font-family: Arial,Helvetica,sans-serif;">1) Assess sources for credibility, relevance, and accessibility. <span style="font-family: Arial,Helvetica,sans-serif;">2) Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, recording notes, and evaluating argument. <span style="font-family: Arial,Helvetica,sans-serif;">3) Develop, refine, and select inquiry questions for research. <span style="font-family: Arial,Helvetica,sans-serif;">4) Develop and continually assess a research frame to guide independent searches. <span style="font-family: Arial,Helvetica,sans-serif;">5) Collect and organize evidence from research to support analysis in writing. <span style="font-family: Arial,Helvetica,sans-serif;">6) Craft claims about inquiry questions, inquiry paths, and a problem-based question using specific textual evidence from the research. <span style="font-family: Arial,Helvetica,sans-serif;">7) Develop counterclaims in opposition to claims.

<span style="font-family: Arial,Helvetica,sans-serif;">Unit III
<span style="font-family: Arial,Helvetica,sans-serif;">Engages students in the writing process with the goal of synthesizing and articulating their research into argument writing. The end product of this unit is a final draft of a research-based argument paper that articulates the arguments and conclusions gleaned from research throughout Module 10.3.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Suggested Student Objectives **

<span style="font-family: Arial,Helvetica,sans-serif;">1) Collect and organize evidence from research to support analysis in writing. <span style="font-family: Arial,Helvetica,sans-serif;">2) Analyze, synthesize, and organize evidence-based claims. <span style="font-family: Arial,Helvetica,sans-serif;">3) Write effective introduction, body, and conclusion paragraphs for a research-based argument paper. <span style="font-family: Arial,Helvetica,sans-serif;">4) Use proper MLA citation methods in writing. <span style="font-family: Arial,Helvetica,sans-serif;">5) Edit for a variety of purposes, including using semi-colons, colons, and correct spelling. <span style="font-family: Arial,Helvetica,sans-serif;">6) Use formal style and objective tone in writing. <span style="font-family: Arial,Helvetica,sans-serif;">7) Adhere to conventions of argument writing (e.g., addressing all sides of an issue, avoiding emotional appeals). <span style="font-family: Arial,Helvetica,sans-serif;">8) Write coherently and cohesively.

<span style="font-family: Arial,Helvetica,sans-serif;">Academic Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif;">Evidence-Based Analysis <span style="font-family: Arial,Helvetica,sans-serif;">Synthesize (multiple sources) <span style="font-family: Arial,Helvetica,sans-serif;">Articulates <span style="font-family: Arial,Helvetica,sans-serif;">Central Ideas <span style="font-family: Arial,Helvetica,sans-serif;">Inquiry <span style="font-family: Arial,Helvetica,sans-serif;">Credibility <span style="font-family: Arial,Helvetica,sans-serif;">Sustained <span style="font-family: Arial,Helvetica,sans-serif;">Self Generated <span style="font-family: Arial,Helvetica,sans-serif;">Valid Reasoning <span style="font-family: Arial,Helvetica,sans-serif;">Central Claim <span style="font-family: Arial,Helvetica,sans-serif;">Perspective

<span style="font-family: Arial,Helvetica,sans-serif;">Common Core Standards

 * CCS Standards: Reading – Literature**
 * RL.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 * RL.9-10.10** By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.


 * CCS Standards: Reading – Informational Text**
 * RI.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RI.9-10.4** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * RI.9-10.10** By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 * CCS Standards: Writing**
 * W.9-10.9.a-b** Draw evidence from literary or informational texts to support analysis, reflection, and research.


 * CCS Standards: Speaking & Listening**
 * SL.9-10.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * CCS Standards: Language**
 * L.9-10.4.a-d** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

<span style="font-family: Arial,Helvetica,sans-serif;">Primary Readings
<span style="font-family: Arial,Helvetica,sans-serif;">Skloot, Rebecca. __The Immortal Life of Henrietta Lacks__. (Excerpts)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 1: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">“There’s a photo on my wall of a woman I’ve never met”to “There has to be more to the story” pages 1-4
 * <span style="font-family: Arial,Helvetica,sans-serif;">“After her visit to Hopkins, Henrietta went about life as usual” to “They were sure Henrietta’s cells would die just like all the others” pages 27-33
 * <span style="font-family: Arial,Helvetica,sans-serif;">“In early June, Henrietta told her doctors several times that she thought” to “she was glad her pain would come to some good for someone.” pages 63-66
 * <span style="font-family: Arial,Helvetica,sans-serif;">pp. 93–102
 * <span style="font-family: Arial,Helvetica,sans-serif;">pp. 127–136
 * <span style="font-family: Arial,Helvetica,sans-serif;">pages 164–169
 * <span style="font-family: Arial,Helvetica,sans-serif;">“On a hazy day in 1973, in a brown brick row house” to “‘we would like to have that blood from you people.’” Pages 179-183
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Various spokespeople for Johns Hopkins, including at least one past university president” to “But there was no such federal oversight at the time” (pp. 194–198)
 * <span style="font-family: Arial,Helvetica,sans-serif;">“In 1976—the same year Mike Rogers” to “it’s market value was estimated to be $3 billion” (pp. 199–201)
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Nothing biological was considered patentable until a few years before Moore’s lawsuit” to ”We want everybody in the world to know about my mother” (pp. 201–206).
 * <span style="font-family: Arial,Helvetica,sans-serif;">“I think my birth was a miracle” to “didn’t deserve her help as far as I’m concerned.” pages 245-247

<span style="font-family: Arial,Helvetica,sans-serif;">Note: This unit suspends Accountable Independent Reading (AIR). Students are held accountable for building a volume of independent reading as they independently read The Immortal Life of Henrietta Lacks for homework. Additionally, students are expected to read outside sources as they explore potential areas of investigation for research.

<span style="font-family: Arial,Helvetica,sans-serif;">Model Research Sources: <span style="font-family: Arial,Helvetica,sans-serif;">1) “A Court Allows Payment for Bone Marrow. Should People Be Able to Sell Their Parts? by Alice Park (Source #1) <span style="font-family: Arial,Helvetica,sans-serif;">2) “Do We Own Our Bodily Tissues?” by Margaret Ng Thow Hing (Source #2) <span style="font-family: Arial,Helvetica,sans-serif;">3) “Paying Patients for Their Tissue: The Legacy of Henrietta Lacks” by Robert D. Truog, Aaron S. Kesselheim and Steven Joffe (Source #3) <span style="font-family: Arial,Helvetica,sans-serif;">4) “Tissue Banks Trigger Worry About Ownership Issues” by Charlie Schmidt (Source #4) <span style="font-family: Arial,Helvetica,sans-serif;">5) “Human Tissue for Sale: What Are the Costs?” by Deborah Josefson (Source #5) <span style="font-family: Arial,Helvetica,sans-serif;">6) “My Body, My Property” by Lori B. Andrews (Source #6) <span style="font-family: Arial,Helvetica,sans-serif;">“Body of Research—Ownership and Use of Human Tissue” by R. Alta Charo (Source #7)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: **

<span style="font-family: Arial,Helvetica,sans-serif;">Student texts (research sources) will vary* <span style="font-family: Arial,Helvetica,sans-serif;">*By Unit 3, students will have chosen texts for research based on their individual problem-based question.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 3: **

<span style="font-family: Arial,Helvetica,sans-serif;">No new texts are introduced in this unit, which breaks from the pattern established in previous units. Instead, students focus on analyzing the sources they collected for their Research Portfolios in 10.3.2, delving more deeply into them as needed throughout the writing process.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Module Post-Assessment – See individual units **